Complete thesis - Murdoch University

as a skill to be continually adapted and utilised within a discipline context◦ flexibility in thinking - addressing creativity, opportunism and divergency/ convergency– was made explicit and strategies to exploit it developed• provide learners with a deep understanding of self and others in complex human activitysystems◦ in a collaborative environment, students became aware of and learnt to utilise eachothers strengths and weaknesses in achieving the learning outcomes. They learnthow to ‘jell’, what to do if they did not, and to be empathetic to the contexts ofother students◦ they learnt to value and exploit alternate perspectives brought to a problem bydifferent stakeholders (client, teacher/consultant, other team members) to enrichtheir learning◦ they became aware of the need to be self-motivated and learn independently◦ students were confident in questioning their own and others’ assumptions withinthe learning environment• allow time to explore new ideas and to reflect on possible processes and outcomes◦ students were open to discussion and feedback and willing to retrace their steps/redothe work in order to advance to a solution◦ they were willing to ‘trust’ each other’s knowledge (implicit or not, technical ornot), accepting the multi-disciplinary nature of the skills and knowledge requiredto achieve the learning objectiveswithin an environment that enabled the advantages of ‘flow time’ to be exploited• be challenged◦ students were motivated by the (increasing) complexity of the task, and were ableto focus on cognitive and interpersonal skills to adapt to the changes required.Chapters 6 to 8 provide the basis for these findings.9.4.2 Implications for the discipline of RE and RE educationIt follows, therefore that the contribution to knowledge is a consequence of the alignmentbetween practitioner expectations and formal education within that discipline:408